A neo-colonial education: querying its role in immigrant identity, inclusion and empowerment

Reshmi Lahiri-Roy, Nish Belford

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    4 Citations (Scopus)

    Abstract

    This article problematises the neo-colonial legacies of Westernised education in the experiences of empowerment, disempowerment and identity negotiations of two immigrant academic women often positioned as ‘elite’ transnationals in Australia. Through positioning theory and postcolonial theory as frameworks, critical autoethnography as a research method shapes our personal accounts within two postcolonial contexts (India and Mauritius). We explore the tensions and dualities of race, class, ethnicity and gender engendered through an anglicised education. Our empowerment manifests as privilege and access to knowledge and opportunities for transnational mobility. We unpack the gradual erosion of our cultural rootedness and a renegotiation of our migrant identities entailing both submissiveness and resistance. Situating education as a force in our lives, we query whether it is an ‘empowerment tool’ concomitantly creating and deleting elements of our cultural history OR reclaiming the paradoxes of privilege and ‘disempowerment’ shaped by a neo-colonial education?.

    Original languageEnglish
    Pages (from-to)235-252
    Number of pages18
    JournalJournal of Intercultural Studies
    Volume42
    Issue number2
    DOIs
    Publication statusPublished - 2021

    Keywords

    • Critical autoethnography; empowerment; neo-colonial education; migrant identities; inclusion; postcolonial theory; positioning theory.
    • Empowerment
    • neo-colonial education
    • migrant identities
    • inclusion
    • postcolonial theory
    • positioning theory

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